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^tifoal IPublurattnn Nn. 35 

aiMne. 1921 



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Copyright 1921 

by 
C. A. Kunou 



Published bv The Board of Education 



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Pref 



rerace 

This outline of the manual training work in the elementary 
schools is planned for the A-4 to the A-8 grades inclusive. It is 
both descriptive and analytical in a,rrangement. There are 
certain things to which attention should be called. 

First, the outline combines the features of a text book with 
those of a course of study proper, in order to suggest to teachers 
material of an informational nature to be used in instruction. 

Second, the outline points the way to orderly procedure in 
teaching and emphasizes Principle as the basis of design, color 
and construction. 

Third, the outline furnishes material for informational and 
investigation work as well as material for construction work. 

Under informational instruction are classed those suggest- 
ions which lead the pupil to make inquiries and to investigate 
for himself as in the making of specifications and the application 
of principles and proportion ; also in the study of the materials 
which are used and in the attempted inquiries into the industrial 
significance and application of the things learned. 

Under the term construction are listed the several processes 
necessary in the actual ''making of objects." It includes wood- 
work, finishing work, such as shellacking, varnishing and work 
with oil paints. It also includes activities in materials other 
than wood as indicated in the outline. 



SUSAN M. DORSEY, 
Superintendent of Schools. 



Los Angeles, Cal., 
June 1921. 



THE OUTLINE 



The course in manual work herein outlined for the elemen- 
tary schools, is the result of observations and experiences of 
many years of teaching and supervision. The outline has been 
c^Hnpiled with the aid of an advisory committee of teachers, and 
after being presented and discussed at teachers' conferences was 
accepted by the entire body of manual training teachers of the 
elementary schools. 

While work in wood constitutes the main feature in the 
scheme of manual training, other activities such as clay work, 
plaster paris work, leather work, reed work, heavy paper and 
card board work are included in the general plan. 

Finishing and painting are parts of the course and go 
hand in hand with the wood work in every manual training 
room in the elementary schools of the city. 

Work in earth materials consists for the most part of the 
modeling of plaques and tiles in clay and casting the same in 
plaster paris. This form of manual arts is done only Avhen 
teachers are prepared to do it, and in schools Avhere time permits. 

Leather work, including the making of bill books, cases, 
belts and shoe repairing, is applied in some of the so called 
neighborhood schools. Reed work, such as basketry and the 
weaving of chair seats, is done in many of the elementary 
schools where conditions and circumstances seem to require and 
permit. Work in heavy paper, confined to portfolio and lantern 
construction, is done where it is deemed expedient and where 
teachers are prepared to do such work. Various kinds of repairs 
and chores are performed in all elementary manual training 
rooms, by so called repair squads and by opportunity classes, and 
also by pupils who occasionally elect to do this kind of work. 
This work is recorded on blanks, specifying and showing the 
time consumed, the amount of materials and the cost, also the 
value of the work to the department or to the home. 

The course also includes important co-operative features, 
such as the making of agricultural implements in connection with 
school and home garden work, while birdhouses, fly traps and 
boxes for the mounting of collected insects are made in con- 
nection with the work for the Nature-Study Department. 

Kite construction with its tournaments, at which large 
numbers of pupils, boys and girls, come together and display their 
improvisations, are pleasing features of the manual training 
scheme. 



Occasionally so called bazaars are held at which childrens' 
hand work is sold and the proceeds applied to some practical or 
charitable use. 

Another feature is the Americanization work, consisting of 
manual training for grown up people, both men and women. 
Basketry and weaving is usually given to women, while men 
are given wood work and also various repairs of things in the 
homes. 

This descriptive outline shows that some of the manual 
training work entering in as a factor in the general scheme yet 
does not lend itself readily to an exact and analytical outline. 
As a course it is organized and' applied as the conditions of each 
locality may require in order to meet the educational demands 
and needs of the pupils in the respective localities. 
Statement of Aim. 

The entire scheme of manual training in the elementary 
schools should be classed as educational in its aims. It should 
seek to adjust the work, as far as it is possible, to individual 
pupils by variety of work and its methods of instruction. 
Definition of Method of Instruction. 

The method of instruction should bd^ the revelationary 
method, that is, the method by which principles and laws in- 
herent in the problems are revealed as contrasted with a method 
by which mere personal opinions and so-called systems are 
imposed. 

STATEMENT OF PROCEDURE IN GENERAL 

As a rule the procedure in all work should be : — 

1st step. Pupils make a rough sketch. 

2nd step. Pupils make a working drawing from it. 

3rd step. Pupils make a specification including study of 

materials. 
4th Step. Pupils carry out the plan, constructing the 

object. 

GENERAL SCHEME OF RELATED STUDIES 

Study confi.ned to materials with which pupils come in 
contact. Also such other materials which serve to impart in- 
formation by contrast, comparison, and investigation. 

Habitat of trees. Process of con- \ 
version of raw materials into com- f Locality, People, 
mercial products, such as Lumber, C Geography, 
earth material, oils, glues, shellac, etc. j 

Botanical structure, growth, forma- I -n . t^- i 

11 ] ^- - t Botany, Biology, 

tion, cells and tissues. j ■" ^-^ 



Chemical properties, composition. — Chemistry. 
Physical properties, strength etc. — Physics. 

Origin and formation of iron, clay, [ /- ^]^cx 
lime, coal, etc. f 

_ Mensuration, calculation, computa- ) Mathematics, 
tion, etc. ) 

Design, processes of making, con- ) Art, Architecture, 
structing. building, etc. ^ Archeology, History. 

Manufacture, transportation, etc. J 
opportunities of labor, their wages, f Vocational information 
"etc., preparations, qualifications, re- C and guidance, 
quirements, etc. Life careers. j 



REQUIREMENTS 

The minimum average requirements in this outline, is the 
amount of work the average pupil in the different grades is 
considered capable of doing in a term of twenty weeks with one 
lesson of one hour and a half per week. 

The designs for the required work in the courses are 
issued by the supervisor's office, so that the work suggested, 
being definitely decided and stated, may be carried out as a 
general requirement, in order to obtain somewhat definable and 
measurable results, and to meet both educational and administra- 
tive demands of the department. 



FOURTH GRADE 

A4 Class 

The constructive work in this class consists of toy work in 
line with the child interest at this stage. The toys are fiat 
profile pieces, mounted on bases, and are painted and finished 
alike on both sides, and so far as design is concerned, are limited 
to toys that are stationary in principle. The course suggested 
consists of two activities, wood work and painting. 



TYPE OBJECTS 

Average requirement, 2 stationary toys for each pupil. 
The supplementary objects to choose from for those pupils 



who finish their work quicker than others, are toys involving con- 
struction similar to those outlined. 

Drawing. 

Tracing outline around templet. 
Construction. 

Coping sawing — contour cutting. 
Back sawing — Square cutting. 
Assembling — nailing together. 

Tools. 

Coping saw, buck saw, square, ruler, hammer, coping saw 
table, woodmitre box (made by upper grade pupils.) 

Finishing. 

(Undercoating, mixing paints, enameling). In this grade 
the teacher mixes the paints for the pupils. 

Materials. 

Wood— Pine Yx'' and ^''. (as a rule). 

Brads — Various sizes. 

Paints — Under coat, enamel, oil colors. 

Informational Instruction. 

The names and uses of tools required in the work. Teach 
the definite constructive process indicated. Study of the mater- 
ials with which pupils come in contact, such as the names 
of the kinds of wood ; qualities, such as brittleness and softness. 

The names of the finishing materials used, such as under- 
coat, oil colors and enamel, their qualities. For example, under- 
coat is a base and a filler. Enamel a finish, giving color and 
gloss. The meaning of the terms shade and tint of one color. 
(Two-tone color). Pupils to observe how the instructor mixes 
the paints. Point out opportunities for home work in the making 
of toys of marketable qualities, also the possibilities in industries 
of toys and other articles. 

FIFTH GRADE 

B5 Class 

Work on toys continued. Informational instruction in 
tools and processes continued. The work in this class, however, 
advances from the making of stationary toys to the making 
of moving toys. 

TYPE OBJECTS 

Average requirement for each pupil, 2 moving toys: 1. Toy 
on wheel; 1. Rocking toy. 

Tools — Additional. 

Turning saw, spoke shave, 
file, screw driver, brad awl. 



A5 Class 

The main characteristic of the construction work in this 
class is outline and edge work, involving the laying out, cutting 
and dressing of stock to width and length. 

TYPE OBJECTS 

Average requirement for each pupil, 2 mounts : 1 Bread- 
board ; 1 keyboard. 

The supplementary objects chosen for those pupils who 
finish their work quicker than others, should be such that involve 
similar, but somewhat more difficult construction processes. 

Drawing 

Pupils make drawings in one view only, and in full size. 
Teaching of proportions in two dimensions — the relation of 
width to length. Lettering begun. 

Construction 

Dressing stock to width and length, edge planing, end 
planing, surface sand papering, treatment of edges, placing and 
affixing metal fittings. 

Tools 

Rip saw, cross cut saw. 

jack plane, block plane, and bench hook. 

Finishing. 

Plain staining, waxing and shellacing by polishing with pad. 

Materials 

Wood : pine, cedar, basswood or poplar, ^" thick. 
Finishes : Water stain, dry color pigments, shellac, pumice 
stone, sandpaper. 

Informational Instruction 

Beginning of making bill of lumber, telling its cost per foot. 
Name of the Avoods with which pupils come in contact in the 
work. The names and qualities of the finishing materials taught. 
Water stain, how to mix it ; shellac, its covering and protective 
qualities and its gloss ; pumice stone ; the rubbing process begun. 

SIXTH GRADE 

The main characteristics of the construction work in these 
classes is the assembling process. The joining of pieces together 
squarely at the ends — butt joining. 

B6 Class 

TYPE OBJECTS 

Construction of two or more pieces. 

Average requirement for each pupil : 1 tie rack or similar 
object; 1 nail box or 1 knife and fork box. 



A6 Class 

Average requirement for each pupil : 1 box — revolving 
hinged lid. 

The supplementary work to choose from for those pupils 
who finish their work quicker than others in these classes, should 
be objects involving similar construction processes but some- 
what advanced and more difficult than the required work. The 
work should result in practical things, useful in the pupils' homes 
or in the school. It is expected that at the end of the 6th grade, 
pupils should understand how to make simple butt joints and to 
make a box by nailing pieces together. 

Drawing. 

Lettering continued, name of the object, name of pupil, name 
of school and grade. Scale, half size. Projection in two views. 
Law of proportion in three dimensions — relation of length, width 
and depth taught. 

Construction. 

Cutting up stock, assembling boxes. Nailing butt joints, 
making revolving hinged lid. Treatment of edges. Affixing of 
hinges and other metal fittings. 

New Tools. 

Nail set, chisel. 

Finishing. 

Inside and outside finish. (Finish inside before assembling), 
staining, shellacing, rubbing with pumic stone and water. 

Materials. 

Wood : Pine, cedar, basswood. 

Poplar, y^'' and ^'' thick. Finishes such as waterstain, 
shellac, rubbing materials. 

Informational Instruction. 

Making specifications of the object. Computing materials 
and cost. Continue the study of materials used in the making 
of boxes in these classes. 



SEVENTH GRADE 

The main characteristic of the work in this grade, is the 
elementary joinery as applied in making of objects involving 
the dressing of stock to three dimensions, the making of simple 
halved joints, the keyed mortise and tenon joints, and dowel 
joints. 

10 



B7 Class 
TYPE OBJECTS 

Average requirement for each pupil : 1 Stool or similar 
object. 

A7 Class 

Average requirement for each pupil: 1 Taboret or similar 
object. 

Drawing. 

Pupils make sketches and from these complete working 
drawings in three views. The use of scales, such as, ^"^1" or 
14 ''=1''- Elementary structural design is taught by emphasizing 
graceful outline and good proportions. The various lines used 
in working drawings, such as, hidden and construction lines 
are explained, lettering continued. 

Construction. 

The process of dressing stock to three dimensions. Princi- 
ples of joints, such as, keyed and halved joints. Chiseling, filing, 
fastening with screws, gauging. 

Tools. 

Chisels, augers, marking gauges. 

Finishing. 

Staining, shellacking, rubbing with pumic stone and water. 

Materials. 

Wood : Chiefly pine and cedar J^'' thick. 

Informational Instruction. 

Study of material continued ; complete specifications of the 
objects made ; computing amount and cost of materials, also a 
short description of the same. 

It is expected that pupils at the end of the work of this 
grade, should understand how to dress stock to three dimensions, 
how to make a halved joint and mortise and tenon joint. 



EIGHTH GRADE 
B8 and ASClass 

The main characteristic of this work is advanced elementary 
joinery, mortise and tenoning. 



The requirement in this grade is, that each pupil should 
make an object involving mortise and tenon work: 

Suggested Group 

1. Plant stand. 

2. Umbrella stand. 

3. Taboret. 

4. Chair. 

5. Small table. 

6. Costumer or screen. 

Drawing. 

Structural design, the placing of rails and stretchers ac- 
cording to proper space divisions. Complete the idea, of specifi- 
cations, also, teach the terms and meaning of plan elevation, 
and section drawings. Process of blue printing demonstrated 
and explained. 

Construction. 

Mortise and tenon construction. The process of laying 
out work, for example, rails and stretchers are laid out at one 
and the same time, not one at a time. Mortise gauging, mortise 
chiseling, tenon sawing. Edge joining and glueing. Finishing, 
edge treatment. 

Tools. 

Mortise gauge, framing chisel. 

Finishing. 

Staining, shellacing, varnishing, rubbing. 

Materials. 

Pine }i" and 2" thick. Pupils who can afit'ord, are asking 
to furnish their own lumber, such as oak, mahogany or other 
hardwood. 

INFORMATIONAL INSTRUCTION 

Study of materials continued. Information regarding in- 
dustries such as lumber industries; trades such as cabinet mak- 
ing, carpentry, finishing trade ; inquiry about life careers of 
pupils. . 

Talks on vocational features such as opportunities, responsi- 
1)ilities, qualifications, etc. in some occupations, ought not to 
occupy much time, bearing in mind that what the pupils can do 
and do right counts most in their life careers. 

12 



LESSONS ON MATERIALS 

The following synopsis of lessons in the study of materials 
serves to illustrate the kind and amount of subject matter that 
might be useful to classes of pupils in the various grades. In 
it also is suggested the amount of time to be given to such 
work. The question of number of lessons necessary is left to the 
discretion of the teacher, provided that the informational in- 
struction does not take more than one third of the time allotted 
to manual work. 



Fifth Grade 
Purpose. 

To acquaint pupils with names of materials, with which 
they come in contact, to enable them to differentiate between 
hard and soft woods by sight, touch and smell. To discern 
structure and grain. To understand working directions. To 
understand the fact and nature of the with and against the 
grain. 

Scheme of Lessons. 

Kinds of woods : pine, cedar, maple, etc., their names. 

Properties : hardness, softness. 

Botanical structure : fibres, grain. 

Group and classify several kinds of woods to establish 
that as a rule some wood is hard and tough because it is com- 
pact and close grained, and that some wood is soft and brittle 
because it is porous. 

Sixth Grade 
Purpose. 

Review subjects of fifth grade lessons. To commence to 
illustrate the botanical anatomy of the living tree, the formation 
of fibres ; the sap process. Commence to observe physical 
changes, warping, cracking, shrinking, etc. foliage, physical 
properties of dead wood. 

Scheme of Lessons. 

Compact w^ood, (hard, heavy) from trees having broad 
leaves. 

Warping. Its causes. 

Shrunk side. Make Sketch Swelled side. 

(Concave) (Convex) 

When wood gives out moisture it shrinks. When it takes 
in moisture, it swells. The presence or absence of heat, (dif- 
ferent temperatures). 

13 



Seventh Grade 
Purpose. 

To ilustrate the anatomy of the living tree. To teach the 
dead wood's behavior when under the stress of different tem- 
peratures. To teach modes of seasoning: natural and artificial. 
Annual layers, their formation. Age of tree. 

Bark. 

Sap. 

Sapwood. Make Sketch. 

Heartwood. 

Pith. 



Scheme of Lessons. 

Draw figure on blackboard. Explain the different kinds of 
woods in the tree. lits living process, where? How and why 
trees become hollow. Study chemical and physical changes ; 
their causes. Warping, its causes. How to prevent and how to 
rectify. Introduce the subject of how to utilize the forces of 
nature to do service on materials. 

Each lesson should not occupy more than ten to fifteen 
minutes. Illustrate on blackboard and by samples of woods. 
Pupils should present illustrations by giving instances of their 
own observation on the subject in hand. 



Eighth Grade 
Purpose. 

Study different kinds of woods, such as hickory, walnut, 
oak, magohany, redwood, maple, etc. Their uses. Teach the im- 
portance of the Eucalyptus in California. Mention the various 
substances obtained from trees. Teach the effect of sun and 
rain on materials. 

Scheme of Lessons. 

Name accessory products 

Tannic acid — oaks. 

Sugar — maple. 

Turpentine, Tar, etc. — pines. 

Barks, cork — cork trees. 

Medicinal products — eucalyptus. 

Teach uses of the most common commercial woods, their 
habitats. (History California Eucalyptus 1855, number of species, 
160. Tallest Eucalyptus in the world, 480 feet. See Eucalyptus 
by Abbott Kinney). 

14 



How natures forces, heat, moisture and cold act on wood and 
other materials causing chemical and physical changes. Teach 
also why and how to cut off material from being acted upon by 
these forces. For example, paint not only decorates but also 
protects materials. Also, some stains are preserving as well as 
coloring the material on which it is applied. 

Call attention to the universal and important use of trees 
in the life of man. 

Continue and review subjects of lessons in 7th Grade. Each 
lesson not to occupy more than ten to fifteen minutes. Give 
references to books on subjects in hand. Illustrate with black- 
board drawings. 



SUGGESTIONS RELATING TO THE TEACHING OF 

WORKING DRAWINGS AND OTHER 

STRUCTURAL DESIGNS 

The intellectual development that comes through con- 
structive work consists among other things, in an ability to 
discern proportions. This faculty is important in the use of 
tools and instruments by the pupils. Constructive work is 
governed by principle and law. Constructive drawing reveals 
law and relations. The elements of chance do not belong to con- 
structive work of any kind. Minute analysis of processes and 
materials preclude divergence from plans, and the results will 
be just what they started out to be. The teacher must know how 
and plan the work. 

The following suggestions will assist in understanding a 
few elementary principles of proportions and ratios. Some of 
these, have, by usage, become universally recognized standards. 
Categorically, working drawings belong to structural design. 
Structural design depends upon direction of lines and relation of 
masses. 

The accompanying drawings illustrate the simple rules of 
proportions, their application on simple objects and related parts, 
as in the spacing on calendar and picture mounts ; the placing of 
rails and stretchers on tables and taborets ; panel arrangements 
on doors, etc., all of which show the breaking up of primary mass 
into related masses. The determination of the size of lids on 
boxes are shown, also the placing of screweyes, screwhooks and 
other metal fittings on racks, etc. The affixing of hinges on boxes 
at proper distances from ends, and the placing of brackets on 
shelves. 

The principles or rules of proportions are modified in their 
application to suit functions of objects and to suit the artistic 

15 



feelings of the designer. There are other so called rhythmic 
rules, to determine good proportions, but they are more complex 
and are fundamentally designed from the original principles 
here represented. The teaching of the above principles in the 
pupils constructive work and design, will result in a universal 
knowledge and appreciation of orderly proportions. 

It is sometimes claimed that there should be no rules of 
proportion laid down in constructive drawing. The answer to 
such a proposition is found in all works of art, craft and archi- 
tecture which have endured through the ages, and whose subli- 
mity we adore. The presence, grandeur, realism and beauty of 
works of precision in art, buildings, furniture, and machinery, 
and even habiliments, such as hats, shoes, etc., overwhelmingly 
demonstrate that manual training work should teach law, princi- 
ple and relations in design, color and construction. Without 
laws of perspective and proportion, there is no art and there are 
no artists. 



PRINCIPLES OF PROPORTION 
See Drawings 

Group A. 

Two dimensions. 

Fig. I. So-called Roman Proportions (ratio one to two). 

The upper line in the drawing represents the length of the 
surface of a picture mount, the lower represents the width of the 
mount. The lower line is equal to one-half the length of the 
upper line. THE WIDTH OF A SURFACE IS EQUAL TO 
ONE-HALF ITS LENGTH. 

Fig. II. So-called Greek Proportion (ratio two to three). 

The upper line in the drawing represents the length of the 
surface of a calendar mount, the lower line represents the width 
of the mount. The lower line is equal to two-thirds the upper 
line. THE WIDTH OF A SURFACE EQUALS TWO- 
THIRDS ITS LENGTH. 

Group B. 

Three dimensions. 

Fig. I. So-called Roman Proportions (ratio one to two). 

The first line in the drawing represents the length of a box, 
the second line represents the width. THE WIDTH OF A 
STRUCTURE EQUALS ONE-HALF ITS LENGTH. The 
third line represents the depth of the box, which is one-half the 

16 



width. THE DEPTH OF A STRUCTURE EQUALS ONE- 
HALF ITS WIDTH. 

Fig. II. So-called Greek Proposition (ratio two to three). 

The first line represents the length of the box, the second 
line the width. THE WIDTH OF A STRUCTURE IS TWO- 
THIRDS ITS LENGTH. The third line represents the depth 
of the box, which is two-thirds its width. THE DEPTH OF A 
STRUCTURE EQUALS TWO-THIRDS ITS WIDTH. 

Group C. 

Principles of related masses and spaces divisions as applied 
in: 

1st. The arrangement of picture and calendar on mount as 

shown in Fig. I. 
2nd. The panel spacing on a door as shown in Fig. 11. 
3rd. The determination of the sizes of lids on boxes as 

shown in Fig. IV. 
4th. The sizes and placing of rails and stretchers on tables, 

taborets, etc., as shown in Fig. HI. 

Group D. 

Placing of fixtures, decorative elements, etc. 

1st. Place hinges on a box at a distance of 2" to 1ft. from 
the end as shown in Fig. L 

2nd. Place screweyes on picture frames and other hanging 
objects and brackets on shelves at a distance of 2" 
to 1ft. see Figs. II and III. 

3rd. To place screweyes on keyracks and to place rosettes 
and other architectural elements of decoration on 
friezes at proper distances. Screwhooks on key- 
racks are so placed that the distance from the end 
to the first hook is one-half the distance between 
the other hooks as seen in Fig. IV also, see frieze on 
mantel sketch, Fig. V. 



CLASSIFICATION OF CONSTRUCTION PROCESSES 

Most constructive problems in woodwork occuring in the 
elementary schools, may be classified into the following groups : 
1st. The Edge or Outline Work. 

The edge or outline construction, such as picture mounts, 
toys and vogue articles, made by planing and coping sawing 
processes, are objects whose accuracy is not conditioned by 

17 



the dimensions of other pieces of material butting against, over- 
lying, telescoping, or revolving around each other. A picture 
mount may be used even if it falls short of the dimensions plan- 
ned at the outset, but in constructing a chair or table, the in- 
terrelations of the various members are such as to make the 
structure impossible, if the members and their parts are not 
accurate in dimensions. 

2nd. The Butt Joining Process. 

Butt joint construction are those by which one piece of 
material is joined squarely to the end of another without scarfing, 
such as in boxes and similar objects. 

3rd. The Ply Process. 

Ply constructions are those by which one piece of material 
is laid on to another in layers, such as veneering and other 
doubling up and overlaying processes. 

4th. The Telescope Process. 

Telescope constructions mre those by which one piece of 
material is made to slide into another, such as mortise and tenon, 
drawers and similar objects. 

5th. The Revolving Process. 

Revolving constructions are those by which a piece is made 
to swing or revolve around another, as in doors, lids and similar 
objects. 

SUGGESTIONS REGARDING PROPORTIONS OF PIG- 
MENTS IN MIXING COLORS 

1. Terra Cotta (red) ..1 yellow; 1 dark red; 2 white enamel 

2. Terra Cotta (brown) 1 yellow ; 1 burnt sienna; 2 white enamel 

3. Olive Green yellow shaded with black 

4. Bronze 5 chr. green; 1 black; 1 umber 

5. Chestnut Brown 3 red; 1 black; 2 yellow 

6. Chocolate Brown vermilion and umber 

7. Citrine 3 red; 2 yellow; 1 green 

8. Wine Red vermilion and black 

9. Gray Blue 1 blue; 1 black; 9 white enamel 

10. Drab : 1 burnt sienna ; 1 yellow ; 2 green ; enamel to tone 

11. Purple 3 red; 2 blue; white enamel to tone 

12. Violet 2 red; 3 blue; white enamel to tone 

13. Gray 2 red ; 3 green ; add white enamel 

14. Russet 3 red ; 2 yellow ; 1 blue 

15. Blue Green 2 blue; 1 chr. green; add varnish 

16. Light Orange 1 yellow; 2 red; tone with white enamel 

18 



SUGGESTIONS REGARDING COMPUTATION OF SUP- 
PLIES, WITH SPECIAL REFERENCE TO THE 
COVERING CAPACITIES OF LIQUID 
AND PAINT FINISHES. 

One coat of : 

Water stain 1 gal. covers 600 sq. feet hardwood 
" 1 " " 400 " " softwood 

Varnish 1 " " 550 " '' 

Paint 1 " " 550 " " 

Wax 1 lb. " 250 " " 

The above standards apply to level surfaces. If the surface 
has mouldings and recesses, it requires more of the finishes for 
covering, particularly with reference to the use of oil paint. 
These quantities are only approximative in application. 



PRINCIPLES OF CONSTRUCTION 

See Drawing 

1. Cutting up Stock. 

A. Cut from one side or one end of board. 

B. Cut piece ^" wider and }i'' longer than its finished 

dimensions. 

2. Dressing Stock. 

A. True up one surface. 

B. Make one edge at right angles with it and mark it. 

C. Lay off width. Measure and draAv line for width, parallel 

squared edge. 

D. Plane to width, making second edge square with surface. 

E. Lay off thickness. Gauge lines from the working face 

and dress to thickness. 

F. Lay off length. 

1. Square one end. 

2. Lay off length and draw line across the board. Saw 

off and plane to line. 

G. Treatment of corners and edges. Use file for rounding 

corners. Use sandpaper on block for treatment of 
edges. 

H. Finishing surface. Use smoothing plane, scraper and 

sandpaper on block. 
I. Burnishing. Use fine shaving or rag. 

19 



Allowance of Lumber and Other Supplies. 

Average per capita allowance of lumber for work according 
to authorized course of study : 

In the A-4 classes 6 ft. per term 

" " 5th grade classes 14 ft. per year 

" " 6" " " 14 sq.ft." " 

(< << Q << << << 1 C << << << << 

In many instances, pupils who can afford, secure their own 
lumber in the upper grades, and for that reason, the teacher is 
enabled to allow in some instances, a few additional feet of 
material to pupils who may not be able to procure their own 
lumber. 

Other supplies are requisitioned on a basis of 200 pupils, and 
in amounts according to standardized list issued yearly by the 
department. 



TYPES OF SPECIFICATIONS FOR THE GRADES 

Specification ....—- 

Name of article ^ 

Kind of wood 

Dimensions -— 

Amount of wood in ft 

Cost pr. M. (1000 ft.) - 

Cost pr. ft 

Cost of piece 

To match color with surroundings 

Stain — - 

Composition 

Color — 

Finish 



SPECIFICATION 



KIND OF WOOD 



NAME OF ARTICLE 



No. of 
Pieces 



Name 
of Piece 



W. 



No. Bd. Ft. 



Cost pr. M, 



Cost Bd. Ft, 



Cost 
of Piece 



20 



Cost of Lumber. 



To match color with surroundings 
Stain 



Composition 

Color 

Finish 



Cost of finishing materials 
Cost of metal fittings 



Total Cost. 



Form 1860 5m 6-29-20 



PROGRAM 

School No 

St, Manual Training Room 

18 

LOS ANGELES CITY SCHOOL DISTRICT 
Manual Training Program 



Period 


Monday 


Tuesday 


Wednesday 


Thursday 


Friday 


9:00- 
10:30 












10:45- 
12:00 

1 

1 

1 










1 


1:00- 
3:00 










1 



Total 

Manual Training Teacher. 
Number of Benches 

21 







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Waste Basket 



39 






Steps 1, 2 and 3 in Box Assembling 



40 





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ELEMENTARY GARDEN IMPLEMENTS 



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61 



SUPPLEMENTARY PROJECTS 




Picture Frame — Spline 



62 







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Picture Frame — Nailed 



63 




64 






65 



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Bank 



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Match Box Holder 



TABLE OF CONTENTS 



Page 

1. Introductory statements. 

2. General scheme of related studies. 

3. Requirements. 

3 & 4. Fourth Grade work. 

4 & 5. Fifth Grade work. 

5 & 6. Sixth Grade work. 

6 S)i: 7. Seventh Grade work. 

7 & 8. Eighth Grade work. 

8, 9 10 & 11. Informational instruction and study of materials. 
11&12. Suggestions relating to designs. 

12 & 13. Principles of proportion. 

13 & 14. Classification of construction processes. 

14. Proportions of pigments in colors. 

15. Covering capacity of liquid & paint finishes. 

15. Principles of construction. 

16. Allowance of lumber supplies. 
16 & 17. Types of specifications. 

17. Manual Training Program. 

18. Outline for tsatement of work. 

19, 20 & 21. Principles of proportion applied. 

22. Steps in dressing stock. 

23. System of lettering. 

24. Chick, dog, cat — Fourth Grade. 

25. Rabbit, bear — Fourth Grade. 

26. Hen, pig (rocking toys) — Fifth Grade. 

27. Swan on wheels — Fifth Grade. 

28. Elephant on wheels — Fifth Grade. 

29. Mounts— Fifth Grade. 

30. Key boards, bill file— Fifth Grade. 

31. Tie racks — Sixth Grade. 

32. Nail box — Sixth Grade. 
ZZ. Knife box — Sixth Grade. 

34. Stationery box — Sixth Grade. 

35. Waste basket — Sixth Grade. 

2)6. Steps 1, 2 & 3 in box assembling. 

2)7. Steps 4 & 5 in box assembling. - 

38. Cutting off lid of box. 

39. Box hinged and finished — Sixth Grade. 

40. Foot stool mortised and screwed — Seventh Grade. 

41. Foot stool — halved rails — Seventh Grade. 

42. Taboret half lapped, mortised & screwed — Seventh Grade. 

43. Taboret, halving on edge — Eighth Grade. 

44. Taboret, mortised & tenoned, square — Eighth Grade. 

76 



I 



TABLE OF CONTENTS-Continued 



45. Taboret, mortised & tenoned, round — Eighth Grade. 

46. Stool, flat reed woven top — Eighth Grade, 

47. Fern stand — Eighth Grade. 

48. Fern pedestal — Eighth Grade. 

49. Costumer — Eighth Grade. 

50. Spotting board. 

51. Garden tool box. 

52. Seed bed. 

53. Screen. 

54. Seed bed cover. 

55. Plant press. 

56. Germination box. 

57. Garden marker and leveler, 

58. Picture frame — splined — Seventh & Eighth Grade. 

59. Picture frame — nailed — Seventh & Eighth Grade. 

60. Shoe blacking stand — Seventh Grade. 

61. Box M^ith lid. — Sixth Grade. 

62. Bank 

63. Match safes — Sixth Grade. 

64. Key racks. — Fifth Grade. 

65. Flag staff.— All Grades. 

66. Picture frame — tilting — Eighth Grade. 

67. Candle stick — Eighth Grade. 

68. Candle stick — Eighth Grade. 

69. Match box holders — Fifth Grade. 

70. Fern stand — Eighth Grade. 

71. Match box holder — Sixth Grade. 



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